1.Intellectual Qualityrefers to pedagogy focused on producing deep understanding of important, substantive
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and
requires students to engage in higher-order thinking and to communicate substantively about what they are
learning. 2.Quality Learning Environmentrefers to pedagogy that creates classrooms where students and teachers
work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit
expectations and develops positive relationships between teachers and students and among students. 3.Significancerefers to pedagogy that helps make learning meaningful and important to students. Such
pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the
classroom, and with multiple ways of knowing or cultural perspectives.
DUBBO COLLEGE
MAKING QUALITY TEACHING HAPPEN IN OUR CLASSROOMS
LESSON OBSERVATION
NAME:_ DATE:_
SUPERVISOR/PRINCIPAL/MENTOR:_
KEY CONCEPT/LESSON FOCUS:_
SUPERVISOR
HT MENTOR
PRINCIPAL
Supervisor/Mentor/Principal: Teacher:
Summary of Classroom Practices and Structures
4 - Highly Developed
3 - Developed
2 - Developing
1- Not Achieved or Evident
Evidence of Quality Teaching in NSW Public Schools demonstrated during lesson:
Deep knowledge
Deep understanding
Problematic knowledge
Higher order thinking
Metalanguage
Substantive communication
Explicit quality criteria
Engagement
High expectations
Social support
Student self regulation
Student direction
Background knowledge
Cultural knowledge
Knowledge integration
Inclusivity
Connectedness
Narrative
Additional comments:
The dimensions of the NSW Quality Teaching model
q Deep understanding
q Problematic knowledge
q Higher-order thinking
q Metalanguage
q Substantive communication
q Engagement
q High Expectations
q Social support
q Students’ self regulation
q Student direction
q Cultural knowledge
q Knowledge integration
q Inclusivity
q Connectedness
q Narrative
1. Intellectual Quality refers to pedagogy focused on producing deep understanding of important, substantive
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and
requires students to engage in higher-order thinking and to communicate substantively about what they are
learning.
2. Quality Learning Environment refers to pedagogy that creates classrooms where students and teachers
work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit
expectations and develops positive relationships between teachers and students and among students.
3. Significance refers to pedagogy that helps make learning meaningful and important to students. Such
pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the
classroom, and with multiple ways of knowing or cultural perspectives.